Student Experiences and Teaching Optimisation in Academic Writing Courses for English Majors in Macau: An Empirical Analysis from the Student Perspective
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Key Points
Students showed significant gaps between their initial expectations and course content, indicating a need for better alignment.
On average, three third-year English majors participated in interviews, offering insights into their academic writing challenges.
Qualitative interview analysis revealed that students improved their writing through peer review and teacher feedback.
Optimisation recommendations focus on layered assessment and extended writing cycles, aiming to enhance teaching methodologies.
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Implication
Qualitative interview reveals gaps in expectations and academic writing skills among English majors, suggesting optimisation techniques.